Sample Essay The following winning essay was submitted in 2009 by a UK higher education student for an essay writing competition sponsored by the LearnHigher Centre of Excellence in Teaching and Learning (CETL) network. The set title was ‘What is the point of referencing?’, and there was a maximum word limit of 1,500 words. There is a tutor commentary on the points made by the student to the left of the essay. The introduction to an essay is very important. Here the student immediately addresses the question.

What is the point of referencing?

The reasons why accurate referencing is essential for academic work are

not immediately apparent, particularly for students new to higher

education. This essay will, therefore, examine why referencing is an

essential part of academic writing and in the process address the

question: ‘what is the point of referencing?’

The student introduces the main reasons for referencing.

There are three main reasons for referencing. Firstly, referencing helps

student writers to construct, structure, support and communicate

arguments. Secondly, references link the writer’s work to the existing

body of knowledge. Thirdly, only through referencing can academic

work gain credibility.

Summarises the structure of the essay.

This essay will discuss these three aspects of referencing in detail,

examine their validity, identify how referencing affects a writer’s writing

style, and show how referencing helps students to present their own

ideas and opinions in assignments.

Engages with the first of the reasons for referencing: construction of arguments. The student draws on the work of a published writer (Becker) in support of the four points made. Note the systematic way the ideas are presented: ‘Firstly…; Secondly…; Thirdly…; Finally’.

Becker (1986) believes the construction of arguments is the most

important function of referencing systems. There are four dimensions to

this. Firstly, drawing on existing literature, academic writers can

construct their own arguments - and adopting a referencing system

supports this process. Secondly, it helps to structure the existing

information and arguments by linking published authors to their

respective works. Third, referencing helps academic writers identify

sources, gather evidence, as well as show the relationships between

existing knowledge. Finally, referencing also provide a framework to

The writing is descriptive at this point in the essay.

enable writers to structure their arguments effectively by assessing,

comparing, contrasting or evaluating different sources.

The word ‘However’, signals a change of direction: the writing becomes more analytical. It goes beyond the four points described in the previous paragraph to make a new contribution to the discussion. The student illustrates the point made with a practical example (Barrow & Mosley).

However, merely describing existing research, rather than producing

their own contributions to the discussion, is inadequate for most

academic writers. It is important for every academic writer to avoid this

narrow-minded argumentation trap; academic writing is not just about

compiling existing arguments, but adding new perspectives, finding new

arguments, or new ways of combining existing knowledge.

For example, Barrow and Mosley (2005) combined the fields Human

Resources and Brand Management to develop the ‘Employer Brand’

concept.

Develops the point s made in the previous paragraph, and focuses on the importance of supporting arguments in assignments with valid evidence. The word ‘Hence’ is a word that can be used to present a particular point of view.

When the argument has been constructed, it needs academic support –

and only references can provide this required support. We all know that

academic works are not about stating opinions - as that would be akin to

journalistic comment - but arguments are supported by evidence, and

only arguments presented with sufficient and valid support are credible.

Hence arguments are only as strong as the underlying evidence:

arguments relying on questionable sources are – well, questionable.

The student is still developing the issue about construction of arguments, but moves on to an important point about referencing: that it provides a framework to distinguish the student’s ideas from those of other writers. The student reinforces and supports the point made by citing the work of a published author.

Referencing also enables writers to communicate their arguments

efficiently. The referencing framework allows them to produce a holistic

work with different perspectives, whilst still emphasising their own

positions; quotations, for example, help the reader to differentiate the

writer’s opinions from others. Again, if arguments are badly referenced,

readers might not be able to distinguish the writers’ own opinions from

their sources. Especially for academic beginners, referencing helps them

to adapt to the precise and accurate academic writing style required for

degree level study. Neville (2007, p. 10) emphasises this issue of writing

style, and identifies the quest to “find your own voice” as one of the

main reasons for referencing. In academic writing, this requires

developing an individual style that is neither convoluted nor convivial in

tone, but which is clear, open but measured, and is about identifying and

using evidence selectively to build and support one’s own arguments.

The student uses a quote to give interest to the writing and as a lead-in to the second of the four reasons for referencing: about linking to established bodies of knowledge. Uses a quotation to reinforce the main point in this paragraph.

Immanuel Kant said “Science is organized knowledge.” This short quote

brilliantly captures the point that the primary mission of science and

other disciplines is not to promote individual achievements, but to

establish a connected, collective, and recognised body of knowledge.

This is the most fundamental reason for referencing from a theoretical

point of view. Hence some authors identify this as the principal reason

for referencing: “The primary reason for citation [...] is that it

encourages and supports the collective construction of academic

knowledge” (Walker & Taylor, 2006, pp.29-30).

Explains why linking into existing knowledge is important for academic writers.

The writer’s references are links to this network of knowledge. Without

these links an academic work would operate within an academic

vacuum, unrelated to existing academic knowledge. A writer needs to

show how his or her work relates to current research and debates in their

chosen subject area.

The student returns to a point made earlier (about separating out own ideas from those of others) but links it this time with the issue of plagiarism. Cites and quotes from a published source to support the points made in this paragraph. Note how the student makes a writing bridge from this paragraph to the next.

Referencing not only connects a student writer’s work to existing

research, but clearly distinguishes the writer’s own ideas from

established arguments –and failing to indicate that ideas are taken from

the existing body of knowledge would be plagiarism. This is one of the

five principles of referencing identified by Walker and Taylor (2006).

Neville also identifies the link to existing knowledge as one of the main

reasons for adopting a referencing style; he highlights “tracing the origin

of ideas”, “spreading knowledge” and “indicating appreciation” (2007,

pp.9-10), which leads to the next point.

The previous paragraph was largely descriptive in nature. But the word ‘however’ again signals a change to more analysis. The student brings in a criticism of referencing made by two commentators, Thody (2006) and Thompson (2003). Note the way the student makes a writing ‘bridge’ to the next paragraph

Referencing a work indicates that the writer finds the referenced material

important: hence references create ‘academic clout’ in an assignment. In

the global academic community a more-cited article will find more

recognition. However, this practice is not without its critics. Thody, for

example, calls this the “sycophantic” use of referencing - and it can

certainly be used to “flatter your mentors” (2006, p.186). Thompson

calls this “ritualized obedience to the reigning authorities” (2003, p.27).

So the important issue here is not about selecting references for their

expediency value, but for their enduring quality. This brings us to the

next point: credibility.

Uses a quotation as a way into the discussion about credibility. Also uses quotes from published authors to lend support to the points made.

Martin Joseph Routh said in 1878: “You will find it a very good practice

always to verify your references, sir!” Correct referencing enables,

therefore, the reader to check sources and verify conclusions. The issue

of credibility is identified by commentators as a key issue in referencing.

Nygaard, for example, identifies credibility as the main reason for

referencing: “The goal of referencing is to enhance [...] your credibility

as an author” (2008, p.177). Neville came to the same conclusion that

“to be taken seriously, [a writer] needs to make a transparent

presentation of valid evidence” (2007, p.10). Also the Academic

Learning Support from Central Queensland University (2007) sees the

credibility of arguments as primary motive for correct referencing.

Note the way a point is introduced and then emphasised with a practical illustration: “Some readers, for example, …” The word ‘therefore’ introduces a summary of the main point in this paragraph.

References allow the reader to trace the source of the writer’s arguments,

consult the original independently and verify whether the writer’s usage

of the sources is valid. Some readers, for example, interested in a point

in question, might want to verify the writer’s interpretation of a

referenced work. The quality of references is, therefore, extremely

important for the credibility of an academic work. Arguments are only as

good as the underlying references - untrustworthy and unreliable sources

can even invalidate an argument, while reliable and dependable sources

strengthen the writer’s argument.

‘Finally’: the student signals that the essay is reaching its conclusion.

Finally, the writer’s selection of sources also demonstrates whether the

writer has evaluated all important arguments and has a thorough

understanding of the subject. Only a credible work that takes all

important arguments into account will find acceptance in the academic

world.

The concluding paragraph reminds the reader of the essay question and of the main points made in the essay. We are left with a sense that the student has answered the question.

So what is the point of referencing? This essay has presented three main

arguments why academic writers have to adopt a referencing system:

Firstly, it helps to structure, support and communicate arguments.

Secondly, it links the work to the existing body of knowledge, although

it is also important for writers not merely to present the ideas of others,

but to contribute where possible with innovative ideas of their own.

Thirdly, only referencing can give the argument credibility – and this is

a particularly significant element for success in the academic world.

(1200 words)

The student presents

all the sources cited in

the essay in the

author-date (Harvard)

style of referencing.

References:

ACADEMIC LEARNING SUPPORT (2007), Division of Teaching &

Learning Services, Central Queensland University. Harvard (author-

date) referencing guide. 2007 edn. Rockhampton, Queensland: Central

Queensland University.

BARROW, S. & R. MOSLEY (2005). The employer brand. Chichester:

John Wiley & Sons, BECKER, H. S., (1986). Writing for social

scientists. Chicago: University of Chicago Press.

NEVILLE, C., (2007). The complete guide to referencing and avoiding

plagiarism.

Maidenhead: McGraw-Hill/Open University Press.

NYGAARD, L. P., (2008). Writing for scholars. Universitetforlaget.

THODY, A., (2006). Writing and presenting research. London: Sage

Publications.

THOMPSON, A., 2003. Tiffany, friend of people of colour.

International Journal of Qualitative Studies in Education, 16(1), pp.7-

30.

WALKER, J. R. & T. TAYLOR, (2006). The Columbia guide to online

style. 2nd ed. New York: Columbia University Press.